This experimental study investigated the effects of Artificial Intelligence (AI)–enhanced learning outcomes on senior secondary school students’ achievement in chemistry , in Ila-Orangun Local Government Area of Osun State. The researchers adopted a quasi-experimental design. The population of the study was Senior Secondary School class 1 (SSS1) students. A sample of 40 students was selected from two schools. 20 students were randomly selected from each school to form one experimental group and a control group. The experimental group received AI-enhanced learning instruction, and the control group received traditional instruction. The instrument used in data collection was titled Chemistry Achievement Test (CAT). The reliability coefficient was determined by the split-half method to establish the internal consistency of the instrument, and a 0.78 coefficient was obtained. Null hypotheses were formulated and tested at 0.05 level of significance to guide the study. Statistical tools such as mean, standard deviation, and Analysis of Covariance (ANCOVA) at 0.05 level of significance were used for data analysis. The result revealed that students in the experimental group had a significantly higher difference in the mean achievement scores in chemistry compared to those in the control group. The findings suggest that AI-enhanced learning can be an effective approach to improving students’ understanding and achievement in chemistry. It was then recommended, among others, that teachers should include artificial intelligence in teaching methodology content and make provision to train both teachers and students in the use of artificial intelligence in teaching and learning.
Oladosu et al. (Thu,) studied this question.